Level 4a, 4b, 4c
Homework help – writing and reading – and for Parents.
We’ve been looking at improving our writing – some also the Alan Peat way!
Start with an adjective:
Dark clouds drifted across the moon, as a small girl hurried anxiously along the meandering path.
On the very brink of the cliff, the Iron Man swayed in the breeze.
Rule of 2: 2 adjectives before the noun
She was a tall, awkward lady with a grey old jacket.
I was in an overgrown, messy wood with lifeless, leafless shrubs and trees.
Climbing into his boat, Gallum paddled across the lake with his large feet dangling.
Questions – to build suspense too
Where am I now? Where is the leader? Why is it suddenly so dark!? Where is the treasure? What if it I get lost?
Words in a list:
It was a dark, long, leafy lane.
She had a cold, cruel cackle
It was a cold, wet, miserable and misty morning.
Another rule of 2: 2 adverbs!
The anxious girls acted quickly and purposefully. Hastily, the man ran for his life, trying to escape from the vicious, fierce-looking dog!
Some children in Y5 like One Direction; other children like Justin Bieber!
The girl shouted angrily, “Where are you going,” and ran off to the stream and continued, “You need to follow the path!”
Our rule of 3!
Frightened, terrified and tired she came home. The dangerous, large, vicious dog….
Amused, amazed and excited she jumped into the pool.
Confused, troubled and worried he ran off to the shop.
Desperately, she shouted….
Desperately she ran on – fear driving her.
Anxiously and quietly, they searched for the treasure….
Terrified, she looked the leader in his face…
Frightened by a sudden movement, the thief escaped into the darkness.
2 Pair Sentences:
hopeless and fearless, tearless and breathless the girl left the room….
Start with a time connective:
Minutes crawled by, as Scott ambled along the pavements, which snaked across the city like lines on the palms of his hand.
As he peered into the stale smelling room, the silvery moonlight shone brightly in through the small, narrow window.
READING help – Parents
Helping your child learn to read – Please click the link and it will open in a new window.
Click THIS LINK to see how other Y5’s used Alan Peat sentences in their advert-writing.
What about CCAPPPIS sentences!? Never heard of CAPPPIS? Well, here goes:
C = Complex sentences C = Compound sentences
A = Adverbial phrase [when, where, how]
In any order: Paragraph, Powerful words and Punctuation!
I = short sentences for Impact!
S = Similes
Using CCAPPPIS can help you with a level 4C and higher! Come and try it with your spelling homework!
This SITE is great to use to look up words – like a thesaurus or a dictionary! The colours help you to know what type of word it is. No subscription is needed, it’s all free! Please use it!
See this FANTASTIC link of how to use a semicolon
Please click the image for a larger view
Conjunction_Pyramid Click on the link in order to download your OWN pyramid.
When we write, we want to make our writing interesting and we want other people to enjoy reading what we write. In this entry you will find lots of words to use instead of the old boring words. Use them in your writing and become the STAR in writing! See if you can use some of these words in your writing for this week’s homework!
INSTEAD OF SAID – use these words:
How to show feelings in your writing.
These videos teach you about Reading Comprehension
Writing longer descriptions
Semi-colon – song
The Power of Words!
Click the image for your Top Tip-help in your writing and save the PDF on your computer, print it off and display at your homework-desk OR click this link here: Top -Tip help
Let’s use A CARP PIE to improve our writing skills. These images created by ‘communication4all.co.uk’ are great posters for you to look at and to to think how to improve your writing!
When writing a story, you need to think about many things, which I would like to call‘ingredients’. To start a good story, you need to think carefully about characters, the setting of your story and the events. You need to think how you want to use your characters, where you want them to be in your story and what you want to let happen in your story.
By looking at this image: what are you thinking? Who is ‘hiding’ here? How do you feel? What is going to happen next?
Events are things that HAPPEN in your story. Think carefully about what you want to let happen, try and grab the reader’s attention. Try making it interesting. Think about the books you are reading. What makes that book interesting? Can you use some of the ideas in the books you’ve read in YOUR story to make it more interesting? Think how you can use some ideas in your writing too.
READING LIST – books to choose from to read whilst in Y5 – see if you can find some in the library.
Adams, R Watership Down
Alcott, L Little Women
Barrie, J Peter Pan
Baum, F Wizard of Oz
Burnett, F Secret Garden
Carroll, L Alice’s Adventures in Wonderland
Dahl, R Charlie & the Chocolate Factory
Defoe, D Robinson Crusoe
Dickens, C Oliver Twist
Grahame, K Wind in the Willows
Hughes, T Iron Man
King, C Stig of the Dump
Kingsley, C Water Babies
Kipling, R Jungle Book
Lewis, CS Lion, the Witch & the Wardrobe
Magorian, M Goodnight Mister Tom
Marryat, C Children of the New Forest
Nesbit, E Phoenix & the Carpet
Nesbit, E Railway Children
Norton, M Borrowers
Pearce, P Tom’s Midnight Garden
Ransome, A Swallows and Amazons
Serraillier, I Silver Sword
Sewell, A Black Beauty
Tolkein, J Hobbit
Twain, M Adventures of Huckleberry Finn
White, Charlotte’s web
Biographies, diaries, journals, letters, true life accounts, etc
Birch, B Pasteurâ€™s Fight Against Microbes
Brown, J Winston Churchill
Burns, P Famous Lives: Writers
Butterfield, M Diary of a Young Nurse in World War Two
Christiansen, R Who Was William Shakespeare
Cross, V Blitz: The Diary of Edie Ben
Dahl, R Boy: Tales of Childhood, Going Solo
Deary, T True Shark Stories
Drinkwater, C The Hunger: The Diary of Phyllis McCormack
Foreman, M War Boy: A Country Childhood
Frank, A Diary of Anne Frank
Haselhurst, M The Story of Grace Darling
Hornby, G Who Was Jane Austen
Oldfield, P Great Plague: The Diary of Alice Paynton
Wheeler, S Dear Daniel: Letters from Antarctica
Longer established stories and novels selected from more than one genre
Adams, R Watership Down
Ahlberg, A Woof, My Brotherâ€™s Ghost
Ardagh, P Awful End
Asimov, I I, Robot
Banks, L Indian in the Cupboard
Barlow, S Tales of the Dark Forest
Bawden, N Off the Road
Blackman, M Thief
Blishen, E Science Fiction Stories
Blume, J Tales of a Fourth Grade Nothing (and other titles)
Branford, H Fire, Bed and Bone
Burgess, M Copper Treasure
Byars, B Midnight Fox
Carey, D Star Trek Voyager Endgame
Catling, P Chocolate Touch
Cave, K Septimus Similon, Practising Wizard
Coleman, M Weirdo’s War
Colfer, E Artemis Fowl
Cooper, S Dark is Rising, Grey King, Boggart and the Monster, Silver on the Tree
Cresswell, H Stonestruck
Cross, G Demon Headmaster and others in the series
Cushman, K Catherine, Called Birdy
Dahl, R Matilda, BFG
Dalton, A Dream Snatcher, Afterdark Princess
Dicks, T Unexplained series. Titles include:
â€˜Bombay Death Incidentâ€™, â€˜The Pyramid Incidentâ€™, â€˜The Philadelphia Experiementâ€™ and others.
Dâ€™Lacey, C Fire Within
Doherty, B Street Child
Falkner, J Moonfleet
Fisher, C Snow-Walkerâ€™s Son, The Empty Hand,The Soul Thieves
Fisk, N Grinny
Foreman, M War Game
Garfield, L John Diamond, Devil-in-the-Fog
Garner, A Elidor, Moon of Gomrath,Owl Service
Gathorne-Hardy, J Cyril of the Apes
Gavin, J Wheel of Surya
Gleitzman, M Belly Flop, Water Wings
Golden, C Star Trek Voyager
Guy, R Friends
Hamley, D The War and Freddy
Hawkins, E Sea of Peril
Hendry, D Minders
Hill, D Malcolm and the Cloud-Stealer, Alien Deeps
Hoffman, M Special Powers
Holm, A I am David
Horwood, W Willows in Winter
Howarth, L Mr Spaceman
Ibbotson, E Journey to the River Sea, Star of Kazan
Jacques, B Redwall series
Jones, T Knight and the Squire
Kemp, G Turbulent Term of Tyke Tiler
King, C Stig of the Dump
King-Smith, D Sheep-pig, Cuckoo Child
Le Guin, U Wizard of Earthsea
Lowry, L Anastasia Krupnik
Magorian, M Goodnight Mr Tom
Mooney, B Stove Haunting
Morpurgo, M Wreck of the Zanzibar, Friend or Foe
Norriss, A Aquila
Oppel, K Sunwing
Paiba, H Adventure Stories for 10 year olds
Pearce, P Tomâ€™s Midnight Garden
Pratchett, T Truckers
Rowling, JK Harry Potter series
Serrailier, I Silver Sword
Shaw, B Killer Planet
Shipton, P The Mighty Skink
Stewart, P The Edge Chronicles
Storr, C Marianne Dreams
Sutcliff, R Eagle of the Ninth
Swindells, R Inside the Worm
Tolkien, J The Hobbit, Lord of the Rings
Walsh, J Fireweed
Westall, R Creature in the Dark,The Machine-gunners
Wilder, L On the Banks of Plum Creek
Wilson, J Suitcase Kid, The Mum-minder
To answer comprehension questions:
This method is GREAT! Just what we used to do when I was at Primary myself! This is what 5th Graders do in an American school.
A good method:
Review the previous chapter. Discuss â€œseedsâ€. [example]Â Ask questions â€¦ share ideas â€¦ wonder why â€¦ make predictions. Note: As with the other â€œstepsâ€ (& anything worth doing) it is very important to take oneâ€™s time â€¦ never rush â€¦ savour contributions, ideas & moments shared.
Turn to the questions. Read the questions prior to reading the chapter. Ensure that they are properly understood. Discuss any new vocabulary. Make predictions.
Highlight any words that will most likely appear in the answer. Take an educated guess. Doing this helps to set yet another purpose for reading, direct questions and also â€œhelpsâ€ with spelling.
Writing Level 3
• Can produce work which is organised, imaginative and clear (e.g. simple opening and ending)
• Can use a range of chosen forms appropriately and consistently (e.g. provide information about characters or setting, make a series of points)
• Can adapt chosen form to the audience (e.g. provide information about characters or setting, make a series of points)
• Can use interesting and varied word choices [AMBITIOUS words, not level 2b ambitious words – 2b = pretty/beautiful]
• Can develop and extend ideas logically in sequenced sentences (may still be overly detailed or brief)
• Can extend sentences using a wider range of connectives to clarify relationships between points and ideas (e.g. when, because, if, after, while, also, as well)
• Can usually use correct grammatical structures in sentences ( nouns and verbs agree generally, e.g. The dog barks… Children walk [and not Children walks] to school….)
• Can use sentence punctuation accurately; full stops, capitals and question marks
• Can structure and organise work clearly (beginning, middle, end; letter structure; dialogue structure)
• Can adapt form and style for purpose(e.g. clear difference between formal and informal letters;
abbreviated sentences in notes and diaries)
• Is experimenting with a wide range of punctuation, although use may not be accurate (e.g. commas; inverted commas; exclamation marks’ apostrophes)
• Can use cursive script accurately and neatly, although may be slow(may not be accurate for Level 3c)
• Can use adjectives and adverbs for description
• Can spell phonetically regular, or familiar common polysyllabic words accurately (‘sometimes’ for level 3c e.g. ‘sometimes’ ‘bonfire’)
• Can develop characters and describe settings, feelings and emotions etc
• Can link and relate events, including past, present and future, sensibly (afterwards, before, also, after a while, eventually…)
• Can attempt to give opinion, interest or humour through detail
• Can use generalising words for style (e.g. sometimes; never; always; often; in addition…)
• Is beginning to develop a sense of pace (lively and interesting)
Writing Level 4
• Can write in lively and coherent [logical] style
• Can use a range of styles confidently and independently *
• Can use interesting language to sustain and develop ideas (MUST pick up on ‘ambitious from 2b, may be using very adventurous language-sometimes inaccurately)
• Can organise ideas appropriately for both purpose and reader (e.g. captions; headings; fonts;
chapters; letter formats; paragraphs; logically sequenced events; contextual and background
• Can use full stops, question marks and commas accurately
• Can write in a clear, neat and legible cursive style – [handwriting]
• Can use more sophisticated connectives (e.g. although, however, never the less)
• Can use, or attempt to use, paragraphs
• Can produce thoughtful and considered writing uses simple (uses simple explanation, opinion,
justification and deduction)
• Can use or attempt grammatically complex structures ( e.g. expansion before and after the noun- ‘The little, old man, who lived on the hill…’; subordinating clauses- ‘I felt better when…’; ‘who taught me the guitar.’)
• Can spell unfamiliar regular polysyllabic words accurately
• Can use nouns, pronouns and tenses accurately and consistently throughout
• Can use apostrophes and inverted commas, usually accurately The boys’ toys … Children’s books are expensive…..
• Can select from a range of known adventurous vocabulary for a purpose, some words are particularly well chosen […horrified and petrified, the boy stared into the ….
• Can use connectives to give order or emphasis (e.g. ‘if… then…’; ‘We……so as to….’)
• Can select interesting strategies to move a story forward (e.g. characterisation, dialogue with the audience, dialogue and negotiation within contexts etc)
• Can advise assertively, although not confrontationally, in factual writing (e.g. ‘An important thing to think about before deciding…; ‘We always need to think about…’)
• Can develop ideas in creative and interesting ways
Writing Level 5
• Can produce writing which is varied, interesting and thoughtful
• Can produce well structured and organised writing using a range of conventions in layout
• Can use appropriate informal and formal styles with confidence (e.g. conversational, colloquial, dialect, standard English)
• Can select from a wide range of known imaginative and ambitious vocabulary, and use them precisely
• Can use paragraphs consistently and appropriately
• Can group subjects appropriately before or after a main verb (e.g. The books, the pens and the
pencils were all ready on the table)
• Can use pronouns appropriately to avoid repetition when referring back or forward ( e.g. that,
these, those, it)
• Can use different techniques to conclude work appropriately (e.g. opinion, summary, justification, comment)
• Can use complex sentence structures appropriately
• Can use a range of punctuation, including commas, apostrophes and inverted commas accurately to clarify structure
• Can use punctuation appropriately to create effect (e.g. exclamation marks, dashes, ellipse)
• Can write fluently in clear, joined script
• Can adapt handwriting for a range of tasks and purposes, including for effect
• Can use the passive voice for variety and to shift focus(e.g. the cake was eaten by the child)
• Can show confident and established ‘voice’
• Can use a range of narrative techniques with confidence, interweaving elements when appropriate (e.g. action, dialogue, quotation)
• Can vary sentence length and word order confidently to sustain interest (e.g. ‘Having achieved your goals at such an early age, what motivates you to continue? Why fight on?’)
• Can use a range of strategies and techniques confidently and appropriately to engage and involve the reader (e.g. asides, comment, observation, anticipation, suspense, tension)
• Can use a range of devices to adapt writing to the needs of the reader (e.g. parenthesis,
introduction providing context, footnote, contents, bibliography)
• Can use literary features to create effect (e.g. alliteration, onomatopoeia, figurative language,
• Can interweave implicit and explicit links between sections
• Can use punctuation to show division between clauses, to indicate, to vary pace, to create
atmosphere or to sub-divide (e.g. commas, colons, semi-colons, dashes, ellipses)
Questions – Higher Order Thinking Skills in English – click the next link, which is a PDF document to download your own.
Here is a Storytelling Skills List.
- Sit on a comfy chair and look around you audience with a welcoming smile and bright eyes.
- Say where you got your story from:- for example, a book, a film, a person, your life, a dream or your imagination.
- Try to create an atmosphere, like casting a good spell. Set the scene for your audience. Start with the time, place and weather of the story.
- Use facial expressions, to show the feelings of your characters, their nature or personality, or the situation they are in, eg shy or cold.
- Speak more slowly and loudly than normal, so everyone can hear, and sit near anyone hard of hearing. Vary the speed, pace and volume of your voice where appropriate. Make your voice melodic and interesting.
- Use your hands, shoulders and body as much as you can, to show shapes of objects, scenery, actions and feelings. Use mime and gesture to “paint the story”, like a picture.
- Role-play any dialogue, with characterful voices. Help the audience to feel sympathy for the characters and their situation.
- Use other sounds, for example, weather sounds, like wind or rain; happening sounds, like explosions or rustling; animal sounds; emotional sounds, like sighs, sobs, yawns. You can ask the audience to help you, by making the sounds.
- Leave a space between words or sentences sometimes, to create an atmosphere.
- Look around the audience with expectation. Occasionally surprise them with a loud noise, but do not frighten very young children.
Word games to play – ideas
In this word-association game, pupils have to keep thinking up words in a chosen category and ‘bat’ them to each other. Whoever repeats a word or can’t think of one is out, and somebody else takes his or her place. You can demonstrate with two students and then play it in pairs or teams of four or five students. Each team should form a line facing another team. The two students at the head of each line play each other until one of them can’t think of a word – or repeats an earlier word. That person goes to the back of the line and the next student takes their place.
Categories can include colours, fruit, sea creatures, flavours of ice cream, fairy tale characters, sports, capital cities, adverbs, adjectives and so on. Change the categories as often as you need to maintain interest. Students will soon come up with their own interesting suggestions for new categories.
Favourite Children’s books
Anna Sewell, Black Beauty
Anthony Horowitz: Groosham Grange; Return to Groosham Grange
Brian Selznick, The Invention of Hugo Cabret
Clive King, Stig of the Dump
C. S. Lewis: The Chronicles of Narnia
Cressida Cowell, How to train you dragon books.
E. B. White, Charlotte’s Web
E. L. Konigsburg From the Mixed-Up Files of Mrs. Basil E. Frankweiler
Eleanor H. Porter, Pollyanna
Enid Blyton, Famous Five or Secret Seven Books
Eoin Colfer, Artemis Fowl
Frances Hodgson Burnett, The Secret Garden
Francesca Simon, Helping Hercules and Horrid Henry Books Series
Hans Christian Anderson, Fairy Tales
Harry Potter books
Isaac Asimov’s SF Books
Jacqueline Wilson Books
Jeff Kinney, Diary of a Wimpy Kid
Jeremy Strong, Books include There’s A Viking In My Bed
Joan Aiken, The Wolves of Willoughby Chase
JRR Tolkien, The Hobbit
JRR Tolkien, The Lord of the Rings
Kate DiCamillo The Magician’s Elephant
Kevin Crossley-Holland’s Beowulf
Lewis Carroll, Alice’s Adventures in Wonderland
L. Frank Baum, The Wonderful Wizard of Oz
L.M. Montgomery, Anne of Green Gables
Lois Lowry, The Giver
Louisa May Alcott, Little Women
Madeleine L’Engle, A Wrinkle in Time (Time Quintet Series #1) by
Marjorie Blackman, series starting with Noughts and Crosses
Mary Norton, The Borrowers
Michael Ende, Momo; The Neverending Story
Michael Morpurgo, books
Nick Sharatt, Illustrator and Picture Books
Norton Juster, The Phantom Tollbooth
Philip Ardagh, The Eddie Dickens Trilogy; The Unlikely Exploits Trilogy
Philip Pullman, The Firework Maker’s Daughter
Philip Reeve, Mortal Engines series
Philippa Pearce, Tom’s Midnight Garden; Minnow on the Say; Rikki Tikki Tavi
Roald Dahl. Charlie and the Chocolate Factory by Roald Dahl; James and the Giant Peach; Roald Dahl’s Revolting Rhymes; The giraffe and the pelly and & Me; Matilda
Robert Louis Stevenson, Treasure Island
Scott O’Dell, Island of the Blue Dolphins
SF Said, the Varjak Paw series;
Sheila Burnford, The Incredible Journey
Shel Silverstein, Every Thing On It
Spike Milligan’s children’s stories and poems.
Suzanne Collins, The Hunger Games [young adult]
Terry Pratchett, Books
Tove Jansson, The Moomins
Rain from the Kapiti Plain